Suchergebnisse

Intro -- Foreword -- Acknowledgements -- Contents -- List of Figures -- Chapter 1: Studying the Transfer and Learning of Careful Urban Renewal in a Chinese City -- 1.1 The Contribution of an Analysis of the Micro-Dynamics of Transfer in a Chinese City -- 1.1.1 The Study of the Micro-Dynamics of Transfers -- 1.1.2 China in Policy Transfer Studies -- 1.2 Yangzhou: A Case of (Difficult) Policy Learning -- 1.3 Researching the Local Process of Policy Transfer, Learning and Translation -- 1.4 Structure of the Book -- References -- Chapter 2: A Research Framework to Capture the Complexity of Policy Transfers -- 2.1 How to Understand Careful Urban Renewal and the Process of Policy Change -- 2.2 How to Capture the Characteristics of the Transfer and Learning Process -- 2.3 A Summary of the Research Framework -- References -- Chapter 3: The Chinese Paradigm of Urban Renewal in the Early 2000s -- 3.1 Introduction -- 3.2 The Plans for Yangzhou Old City in the Early 2000s -- 3.2.1 Mayor Ji Jianye and the Spectacular Transformation of Yangzhou -- 3.2.2 The Place of Yangzhou Old City in the Plans of the Early 2000s… -- 3.2.3 … and in the "Ecological Construction" of Yangzhou -- 3.3 Shifting to the National Scale to Understand Yangzhou City Plans -- 3.3.1 A New Division of Labour Between the Central Government and City Governments -- 3.3.2 The Fiscal Reform and Its Pressure on Local Governments -- 3.3.3 The Land Reform, the Housing Reform and Their Combined Effect with the Fiscal Reform -- 3.4 The Fate of Old Neighbourhoods Under the "Construction Fever" -- 3.4.1 A Little Bit of History: Old Cities During the Maoist Epoch -- 3.4.2 Old Cities at the Time of the Reform -- 3.5 Yangzhou Old City Under the Redevelopment Paradigm -- 3.5.1 First Experiments of Old City Conservation -- 3.5.2 The Paradigm of "State-Dominated Urban Redevelopment" -- 3.6 Conclusion.

Research into policy transfer and lesson drawing has been criticized asfew authors have convincingly shown how cross‐national policy learning actually influences policy formation in a particular jurisdiction. This article addresses this gap by presenting a study of the development of the 1991 health policy in New Zealand. By studying the process of policy development, rather than just a policy document, it was possible to disaggregate different aspects of the policy and to identify sources and influences. This article finds that the 'conspiracy' model of policy formation does not fit this case as it presents an overly simplistic view, which allows little space for policy learning. This case illustrates the subtle and multifaceted influence of different jurisdictions, different institutions, and different individuals on a given policy.

The paper examines the effectiveness of transgovernmental policy networks as a governance structure for policy diffusion. The analysis is based on a survey including 50 social protection policy maker and technical practitioner who are country delegates to transgovernmental policy networks within the policy area of social protection. The paper provides anecdotal empirical evidence that policy networks contribute to policy diffusion by inducing mutual learning processes.

The context of this research is the study of the processes whereby the effectiveness of training and lifelong learning policies are improved. This covers, in particular, the area of research into the policy-making procedure adopted by the regional governments. Regional policy-making is the outcome of formalised standards and procedures, and does not depend on legal, contextual or cultural variables, or combinations thereof, which differ considerably from context to context. (DIPF/Orig.)

The context of this research is the study of the processes whereby the effectiveness of training and lifelong learning policies are improved. This covers, in particular, the area of research into the policy-making procedure adopted by the regional governments. Regional policy-making is the outcome of formalised standards and procedures, and does not depend on legal, contextual or cultural variables, or combinations thereof, which differ considerably from context to context.

The context of this research is the study of the processes whereby the effectiveness of training and lifelong learning policies are improved. This covers, in particular, the area of research into the policy-making procedure adopted by the regional governments. Regional policy-making is the outcome of formalised standards and procedures, and does not depend on legal, contextual or cultural variables, or combinations thereof, which differ considerably from context to context. (DIPF/Orig.).

"A typical image of the making and administration of policy suggests that it takes place on an incremental basis, involving public servants, their ministers and, to a more limited extent, a variety of interest groups. Yet, much policy making is based on similar policy developed in other jurisdictions and in the major international organizations such as the WTO and the OECD. In other words, significant aspects of nationally developed policies are copied from elsewhere in what is described as a process of policy transfer and learning. Hence, studies of policy transfer have pointed to a distinct limitation in most existing theoretical and empirical explanations as to how policy is made and implemented through their neglect of the role of policy transfer and learning. Moreover, policy transfer is not only a concern of academics, but a growing concern for governments. The latter are concerned to improve the performance of their policy and several have placed a greater, more systematic focus on policy transfer as a means to increasing performance. This book presents a variety of cases from differing national and international contexts that enable a valuable, comparative analysis that is absent from most literature currently available and that suggest a number of exciting research directions with implications for policy making, transference and implementation in the future."--Publisher's website

AbstractSocieties must learn to live with, and adapt to wildfire risk. Here we examine wildfire governance and policy in British Columbia (BC), Canada over the last two decades, to examine how policy lessons are drawn from wildfire events. We focus on independent reviews and their recommendations provided, lessons learned from abroad, and whether policy and governance has changed (or not). Jurisdictional and intercultural issues in BC's wildfire response are outlined in this paper, and opportunities for innovative solutions are examined. We then present a case study of the Tsilhqot'in Fire Management program to demonstrate how Indigenous Fire Management is being revitalized as a proactive solution to wildfire. Our intent is to reveal why policy learning and transfer from Indigenous peoples is increasing in this context, and we identify how this is occurring. Barriers to implementation are outlined, and implications for wildfire governance in BC and globally are discussed.